Everyday math resources: Everyday Math Resources

Days 1-3 Introduction

Introduction of Everyday Math Games

District Benchmarks:

• NO 1.1 Demonstrate greater than and less than
• NO 2.1 Solve one step problems to 99
• NO 6.1 Count by 2,5, and 10
• NO 6.2 Demonstrate place value of tens and ones
• A 1.1 Analyze how repeating pattens and growing patterns are generated
• A 1.2 Extend number patterns to solve problems
• F 2.2 Count quarters, half-dollars, and combinations of coins of various values

Enduring Understanding:

• Knowledge of number patterns extends knowledge of properties of numbers and operations
• Concept of addition facilitates quick recall of basic math facts
• Counting in units of hundreds, tens, and ones advances understanding of place value
• Place Value is applied to compare, order, and write multi digit numbers

Supported Materials:

• Use Math Masters and reference books for materials and directions

Games for Unit 1

• Number-Line Squeeze: Sequencing numbers
• Addition Top-It: Addition
• Coin Top-It: Counting
• Money Exchange Game: Exchange bills and coins
• Penny-Nickel Exchange: Trading pennies and nickels
• Penny Plate: Counting pennies/addition/subtraction
• Two-Fisted Penny Addtiion: Counting pennies/parts of whole
• Number-Grid Game: Exploring patterns
• Number Top-it: Comparing numbers

Lesson #1.1 (Days 4 ):Math Message and Number Sequence

District Benchmark(s):

• NO 1.1 Demonstrate greater than and less than
• NO 6.1 Count by 2's, 5's, and 10's to 100

Enduring Understanding:

• Counting in units of hundred, tens, and ones advances understanding of place value
• Place value is applied to compare, order, and write multi-digit numbers

Essential Question(s):

• Why do we have an order for numbers?
• When could you use a number line to solve a problem?
• When would you need to put numbers in order?

Support Materials:

• Math Journal p.1
• Math Masters p.2
• Class Data Pad
• Class Number Line
• Home Link p 3-6
• Game Master p 464
• 2 counters
• sticky notes

Assessment:

• Formative: Informing instruction: watch for children having difficulty ordering numbers greater than 100. Recognizing Student Achievement:Use journal page 1-problems 1-2 to assess abilities to write and order numbers.
• Student Self-Assessment: Elbow buddy discussion about why we put numbers in order
• Summative: Math Probe/ITBS

Activities (Pedagogy):

1. Math Message: Share ideas about math and what items they see in the classroom that have to do with mathematics. Look for shapes, patterns, and math tools.
2. Discuss the Class Number Line. We will mark the days of school on our number line. Question students on where we would mark days. What are some other purposes for using a number line? (measuring, graphing, etc)
3. What do you think the word sequence means? Discuss with your elbow buddy. Use the board to fill in partial sequence sentences. Ex: 63, _, _, _, 67, _, ... What do the 3 dots mean at the end? Pose more questions similar.
4. Discussion of number sequences starting with 1000. Review with students that when they are saying a number in the thousands we do NOT use the word AND...ex. 1001 is read One thousand one/not One thousand AND one.
5. Introduce the journal: take a tour discussing the table of contents, front cover, what needs to be recorded on each page.
6. Use the math journals to write numbers on the number line. Walk around questioning and helping where necessary. Remind students that everyone is different and some may be able to complete numbers in the thousands...remind them that #1-2 are necessary to show progress.
7. Focus the group together to show students how to play the game Number-Line Squeeze. (Math Masters p 464)
8. Break into groups and play the game. Walk around and help answer questions.

Time to Complete:
1 day

Peer Check:

• [y] Problem-Based (Y or N)

• [y_] Aligns with ICC

• [y] Aligns with Dist. Benchmarks

• [y_] Student-to-Student Engagement

• [y_] EM/CP as primary materials

Lesson 1.2 (Day 5): Tools and Coins

District Benchmark(s):

• A 1.1 Analyze how repeating and growing patterns are generated
• A 1.2 Extend number patterns to solve problems
• NO 6.1 Count by 2's, 5's, and 10's to 10

Enduring Understanding:

• Knowledge of number patterns extends knowledge of properties of numbers and operations (skip counting)

Essential Question(s):

• When would you need to be able to count by 2,5, or 10?
• What are some different ways to count money?

Support Materials:

• Math Journal p 2
• slates/white boards
• Individual sets of coins (20 pennies, 5 nickles, 10 dimes, and 4 quarters)
• Overhead coins
• Pattern block template
• Class data pad
• Crayons

Assessment:

• Formative: Use journal p 2 problems 1-3 to assess ability to count coin combination.
• Student Self-Assessment:
• Summative: Math Probe/ITBS

Activities (Pedagogy):

1. Math Message: Complete math message and have children share responses. Record results using tally marks.
2. Introduce the Slate Routine: Discuss care and use of slates. Discuss where they will be kept and distributed. Explain that the slates help provide everyone with an opportunity to answer quietly. Practice the routine doing example problems.
3. Discuss the sets of coins and where they will be stored. Show the LOST and FOUND BOX. If any coins or cubes are on the floor they can be put in the box for future need.
4. Before starting to count coins review names of coins and values.
5. Finding the values of coin combinations: Show students simple combinations of coins and find out how much money there is. Gradually get to hard combinations. Have students share strategies of counting coins (skip counting with biggest coins/greatest to least)
6. Counting coins: Use journal p 2 . Students may use their coins to help complete the page. Draw examples on the board to remind students how to show pennies, nickels, dimes, and quarters.
   Assessment: Problems 1-3 assess ability to count coins.
7. Part 2: Exploring the pattern block template-point and name the shapes on the pattern block template. Review how to use the template to draw shapes. Let children play freely with their templates creating and coloring designs.
8. Differentiation Centers: Sorting and Counting Coins: sort a collection of coins and calculate the value of coins (Math Masters p 7), Finding equivalent coins: have students find an equivalent coin combination using the least number of coins (extension), Extra Practice/Reteaching Counting by 5's: Read Arctic Fives Arrive-have children count on and back by 5's (teacher led)

Time to Complete:
1 Day

Peer Check:

• [y] Problem-Based

• [y] Aligns with ICC

• [y] Aligns with Dist. Benchmarks

• [_y] Student-to-Student Engagement

• [y] EM/CP as primary materials

Lesson #1.3 (Day 6):Calendars and Clocks

District Benchmark(s):

• G 9.1 Tell time to 5 min. intervals and explores elapsed time
• A 1.2 Extend number patterns to solve problems
• NO 6.1 Count by 2's, 5's, and 10's

Enduring Understanding:

• Knowledge of number patterns extends knowledge of properties of numbers and operations (skip counting)

Essential Question(s):

• Why is it important to be able to know the months of the year? How would you use this information?
• Why is it important to know how to tell time? What do we use time for?

Support Materials:

• Math Journal p 3, 4 and 159
• Math Masters p 414, 8
• Large wall calendar
• tool-kit clock
• demonstration clock

Assessment:

• Formative: Watch for children who confuse hours and minutes. Use journal page 4, problems 1,2,4, and 5 to assess time to the nearest half-hour.
• Student Self-Assessment:
• Summative: Math Probe/ITBS

Activities (Pedagogy):

1. Math Message: Turn to p 159 in journals. Find the months of the year, have students name them. Prompt questions like, In what month were you born? What month is it now? When do we celebrate Valentine's Day etc.
2. Telling time: Distribute clocks. Follow whole class activity discussing hour and half hour. Review the hands of the clock and why it's important to tell time. Watch for students who confuse the hour and minutes.
3. Practice: Use Math Journal p 4. Complete page and discuss. Assessment: Use problems 1,2,4, and 5 to assess ability to tell time to the half hour.
4. Review Number Line Squeeze-break into groups to play. Pull students for individual assessment and conferencing.

Time to Complete:
1 day

Peer Check:

• [y] Problem-Based

• [y_] Aligns with ICC

• [y_] Aligns with Dist. Benchmarks

• [_y] Student-to-Student Engagement

• [y_] EM/CP as primary materials

Lesson #1.4 (Day 7):Partner Study Routines

District Benchmark(s):

• NO 2.1 Solve one step problems to 99

Enduring Understanding:

• Concept of addition facilitates quick recall of basic math facts

Essential Question(s):

• In what situation would knowing quick math facts be helpful?
• What are some different strategies you could use to figure out a math fact?

Support Materials:

• Math Journal p 5
• Math Masters p 415, 449, 416, 452-453
• Working with a partner poster
• Per partnership-4 of each of number cards 0-10 (from Everything Math Deck)
• Slates
• Coin (optional)
• Number grid poster
• scissors

Assessment:

• Formative: Exit Slip Math Masters 415 to assess knowledge of math facts
• Student Self-Assessment:
• Summative:Math Probe/ITBS

Activities (Pedagogy):

1. Math Message: Today for math message students will complete p 5 problems 1-7. Discuss answers and formats of addition fact problems.
2. Discuss Partnership Principles: Review the principles Guide, Check, and Praise. Show students the list of rules and how to work cooperatively with a partner.
3. Explore the Everything Math Deck: Allow time for children to explore the organization of the cards. Discuss as a whole group what they found.
4. Demonstrate and Play Addition Top-it: Have partners remove all the cards with numbers greater than 10 from the Everything Math Deck and put them aside. Explain the rules of Top-it. Have students record number models on the bottom half of journal p 5 for 3 rounds of the game. Circulate and observe how well children are following the principles. Comment on positive things you see.
5. Exploring Number-Grid patterns: have children describe the patterns that they see about the number grid. Do counting-up and back exercises.
6. Use an Exit Slip to assess children knowledge of basic addition facts. Have children record three addition facts they know.

Time to Complete:
1 day

Peer Check:

• [_y] Problem-Based

• [_y] Aligns with ICC

• [_y] Aligns with Dist. Benchmarks

• [_y] Student-to-Student Engagement

• [_y] EM/CP as primary materials

Lesson #1.5 (Day 8) : Grouping by tens-$1, $10, $100

District Benchmark(s):

• NO 6.1 Count by 2's, 5's, and 10's
• A 1.2 Extend number patterns to solve problems

Enduring Understanding:

• Counting in units of hundreds, tens, and ones advances understanding of place value

Essential Question(s):

• Why is it helpful to be able to count by 10's? When is a situation where you will use this skill?

Support Materials:

• Math Journal p 6
• Math Masters p 458-461, 449, 417
• Envelope for storing money
• scissors
• class data pad
• 1 die per partnership
• 4 each of number cards 0-10, 1 set of double 9 dominoes or 1 die or 3 dice

Assessment:

• Formative: Use journal p 6 problems 1-2 to assess ability to count bill combinations; while they play Money Exchange circulate and watch bill exchanges
• Student Self-Assessment:
• Summative: Math Probe/ITBS

Activities (Pedagogy):

1. Math Message: Counting money by 1's, 10's, and 100's
2. Counting money: Familiarize students with the different bills. Use Journal p 6 to count the bills and write the amount. Use problems 1-2 to assess children's ability to count coin combinations. Briefly go over the answers and discuss how to arrange the bills to make the problem easier to solve.
3. Playing Money Exchange Game: Provide each player with Math Masters 458 and the bills. Show the class how to play the game using rules. Show the class how to exchange bills using volunteers.
4. Ongoing learning: children can continue playing Money Exchange or they can get to play Addition Top-it. A small group can be pulled aside to work with the teacher playing Penny-Nickel Exchange, where they will be working on counting by 1s and 5s.

Time to Complete:
1 day

Peer Check:

• [y] Problem-Based

• [y_] Aligns with ICC

• [_y] Aligns with Dist. Benchmarks

• [y_] Student-to-Student Engagement

• [y_] EM/CP as primary materials

Lesson #1.6 (Day 9): Math Boxes

District Benchmark(s):

• A 1.2 Extend number patterns to solve problems
• F 2.2 Count quarters and combinations of coins of various values

Enduring Understanding:

• Knowledge of number patterns extends the knowledge of properties of numbers and operations

Essential Question(s):

• Why would a reference book be helpful? When would you use one?
• What are activities that you need to practice to get better? What would happen if you never practiced?

Support Materials:

• Math Journal p 7
• Reference Book
• Slate
• Game Master p 468
• plate, cup, 20 pennies
• Minute math

Assessment:

• Formative: Observation during games; double checking knowledge of counting on and back
• Student Self-Assessment:
• Summative:

Activities (Pedagogy):

1. Math Message: Discuss the reference books. Take a look at Table of Contents etc.
2. Math Boxes: Explain that every so often we need to practice different things that we have already learned. Use journal p 7 to show math boxes. Partner up to complete.
3. Ongoing learning: Playing Penny Plate and Two Fisted Penny Addition-teach both games using the reference book before starting each game.
4. To close the lesson have children complete minute math computation

Time to Complete:
1 day

Peer Check:

• [_] Problem-Based

• [_] Aligns with ICC

• [_] Aligns with Dist. Benchmarks

• [_] Student-to-Student Engagement

• [_] EM/CP as primary materials

Lesson #1.7 (Day 10): Working in Small Groups

District Benchmark(s):

• NO 6.1 Count by 2,5, and 10
• A 1.1 Analyze how repeating and growing patterns are generated
• A 1.2 Extend number patterns to solve problems

Enduring Understanding:

• Knowledge of number patterns extends knowledge of properties of numbers and operations

Essential Question(s):

• Why do we need to be able to count past 100?
• Why is it important to have different ways to count?
• What is a number scroll? What could it be used for?

Support Materials:

• Teaching Masters
• Number grid
• Demonstration clock
• slate
• Rules for small groups
• red and green cups
• paste or tape
• paper towel roll
• calculator
• Math Journal p 8

Assessment:

• Formative: Use the math message to assess ability to complete patterns
• Student Self-Assessment:
• Summative: Math Probes

Activities (Pedagogy):

1. Math Message: Use math message to assess patterns. Go over answers.
2. Exploring Counting Patterns: Count by 2's, 5's, and 10's using questioning.
3. Establish small group rules: Teach rules and practice
4. Making a class number scroll to 1000: Children work in small groups to create a number scroll for numbers up to 1000. Circulate and ask questions/
5. Ongoing learning: Play Addition Top-it
6. End the lesson by completing Math Boxes p 8 and Minute Math

Time to Complete:
1 day

Peer Check:

• [_] Problem-Based

• [_] Aligns with ICC

• [_] Aligns with Dist. Benchmarks

• [_] Student-to-Student Engagement

• [_] EM/CP as primary materials

Lesson #1.8 (Day 11): Number Grids

District Benchmark(s):

• NO 6.1 Count by 2,5, 10
• NO 6.2 Demonstrate place value of tens and ones
• A 1.2 Extend number patterns to solve problems

Enduring Understanding:

• Place value is applied to compare, order, and write multi digit numbers
• Knowledge of number patterns extends knowledge of properties of numbers and operations

Essential Question(s):

• When would you need to continue a pattern to help you solve a problem?
• Why is it important to know where the tens and ones number is at?

Support Materials:

• Math Journal 9, 10
• Math Masters 416, 417, 418, 12-13
• Number grid
• Reference book
• one die and game marker

Assessment:

• Formative: Journal page 9
• Student Self-Assessment:
• Summative: Math Probe/ITBS

Activities (Pedagogy):

1. Math Message: Using number grid to discuss
2. Finding Patterns: Use number grids to find patterns and to create number grid puzzles
3. Complete number grid puzzles with partners
4. Ongoing: Play the Number grid game and Number grid puzzles
5. Complete the lesson by working with a partner to complete Math Boxes p 10

Time to Complete:
1 day

Peer Check:

• [_] Problem-Based

• [_] Aligns with ICC

• [_] Aligns with Dist. Benchmarks

• [_] Student-to-Student Engagement

• [_] EM/CP as primary materials

Lesson #1.9 (Day 12): Equivalent Names for Numbers

District Benchmark(s):

• A 3.1 Identify the missing addend, differences and sums to 18
• NO 4.1 Add and subtract whole numbers to 18 using manipulatives
• A 4.1 Demonstrate that = means same as

Enduring Understanding:

• Methodical algorithm fluency is built upon concepts of place value and properties of operations

Essential Question(s):

• How many number sentences can you think of that make 10?
• What does = mean?
• Is this a true statement 4+5=7+2
• What does the word equivalent mean?

Support Materials:

• Math journal p 11-13
• calculator
• tool kit bills

Assessment:

• Formative: Use journal page 11 problems 1-5 to assess equivalent names for numbers
• Student Self-Assessment:
• Summative:Math Probe ITBS

Activities (Pedagogy):

1. Math Message: Think of names/nicknames that you have for family members. Discuss and give examples
2. Review Equivalent names for numbers: Discuss the = sign and how to make a number sentence that is equivalent
3. Review how to use and count on calculators
4. Solve broken calculator problems: Math journal p 11: work with partners
5. Work individually to solve hundreds-tens-ones problems p 12
6. To complete the lesson have students complete p 13 Math boxes to help with assessment

Time to Complete:
1 day

Peer Check:

• [_] Problem-Based

• [_] Aligns with ICC

• [_] Aligns with Dist. Benchmarks

• [_] Student-to-Student Engagement

• [_] EM/CP as primary materials

Lesson #1.10 (Day 13) : Counting Patterns

District Benchmark(s):

• A 1.2 Extend number patterns to solve problems

Enduring Understanding:

• Knowledge of number patterns extends knowledge of properties of numbers and operations

Essential Question(s):

• Why would it be important to be able to find the pattern when counting?
• What would happen if you got the pattern wrong?

Support Materials:

• Math journal p 14-16
• Math Masters p 14, 416
• calculator
• slate

Assessment:

• Formative: Use P 16 problem 3 to assess coin combinations
• Student Self-Assessment:
• Summative:

Activities (Pedagogy):

1. Math Message: Counting by 10's
2. Counting with a calculator: Remind children how to count on with a calculator. They will complete p 14 with a partner using uncommon skips. Discuss answers when finished.
3. Ongoing: Solve broken calculator problems: Pull small group for reteaching. When others are finished they can complete Math boxes p 16 and finally put together number grid puzzles or make their own.

Time to Complete:
1 day

Peer Check:

• [_] Problem-Based

• [_] Aligns with ICC

• [_] Aligns with Dist. Benchmarks

• [_] Student-to-Student Engagement

• [_] EM/CP as primary materials

Lesson #1.11 (Day 14): Relations (<, > ,=)

District Benchmark(s):

• A 4.1 Demonstrate an understanding that the = sign means the same as
• NO 1.1 Demonstrate greater than and less than

Enduring Understanding:

• Place value is applied to compare, order, and write multi digit numbers

Essential Question(s):

• When would you need to know if something is "greater" or "less"?
• What is less than or greater than?

Support Materials:

• Math Journal p 17-18
• Slate
• Math Masters
• coins
• pan balance and pennies
• reference book
• Home Link Masters
• Game Master

Assessment:

• Formative: Use mental math reflexes to assess comparing numbers
• Student Self-Assessment:
• Summative:

Activities (Pedagogy):

1. Math reflex and Math Message
2. Reviewing Relations: Review greater and less than signs and what = means.
3. Practice using < > =: When children are ready they can work with a partner to complete p 17
4. Ongoing: Play addition top-it
5. To end the lesson have students complete math boxes p 18

Time to Complete:
1 day

Peer Check:

• [_] Problem-Based

• [_] Aligns with ICC

• [_] Aligns with Dist. Benchmarks

• [_] Student-to-Student Engagement

• [_] EM/CP as primary materials

Lesson #1.12 (Day 15): Exploring temperatures, Base 10 structures, and dominoes

District Benchmark(s):

• NO 3.1 Compose and decompose 2 and 3 digit numbers based on the values of the digits used to write the numbers
• NO 6.2 Demonstrate place value of ones and tens

Enduring Understanding:

• Counting in units of hundreds, tens, and ones advances understanding of place value

Essential Question(s):

• Why do we use thermometers? What situation would you need to know what the temperature is?
• What do base 10 blocks represent? When would you use blocks to help you solve a problem?

Support Materials:

• Rules for exploration poster
• Math Masters p 17-19
• Class thermometer poster
• quarter sheets of paper
• outdoor thermometer
• base 10 blocks
• number cards
• dominos
• Math journal p 19

Assessment:

• Formative: Use journal p 19 to assess odd and even numbers
• Student Self-Assessment:
• Summative:

Activities (Pedagogy):

1. Math Message: Discuss temperature. Display thermometer. Discuss reading a thermometer and F/C and counting by 5's or 2's.
2. Discussion of procedures and expectations for explorations: Review rules for rotating through the explorations centers
3. Go to Explorations:
   1. Exploration A: Measuring temperature
   2. Exploration B: Calculating values of base 10 structures
   3. Exploration C: Sorting Dominoes
4. Ongoing: Play Addition Top-It
5. Complete the lesson by completing Math Boxes 1.12
6. Home Link 1.12: Children have homework reading a Fahrenheit thermometer

Time to Complete:

Peer Check:

• [_] Problem-Based

• [_] Aligns with ICC

• [_] Aligns with Dist. Benchmarks

• [_] Student-to-Student Engagement

• [_] EM/CP as primary materials

Lesson #1.13 (Day 16): Progress Check 1

District Benchmark(s):

• NO 6.1 Count by 2,5, 10's
• NO 6.2 Demonstrate place value of ones and tens
• A 1.1 Analyze how repeating and growing patterns are generated
• A 1.2 Extend number patterns to solve problems
• NO 4.1 Add and subtract whole numbers to 18
• A 3.1 Identify the missing addend, differences, and sums to 18
• G 9.1 Tell time to 5 min intervals and explores elapsed time
• F 2.2 Count quarters, half dollars, and combinations of coins of various values

Enduring Understanding:
-
Essential Question(s):
-
Support Materials:

• Home Link 1.12
• Assessment Masters 154-157
• Slate
• Math Journal p 20
• Home Link Masters

Assessment:

• Formative:
• Student Self-Assessment: Use students self assessment p 154
• Summative: oral/slate assessment, written assessment, and self assessment

Activities (Pedagogy):

1. Math Message: Complete the self assessment (During the written assessment conference with students about self assessment.
2. Oral and Slate Assessment: Ask questions and check off understanding (This is a small group activity-while others are working pull small groups)
3. Written Assessment: Page 155-157
4. If students finish written assessment they can choose various games to play while others finish
5. When everyone is finished us Math Boxes 1.13 to preview for Unit 2
6. Send home Home Link Family Letter

Time to Complete:
1 day

Peer Check:

• [_] Problem-Based

• [_] Aligns with ICC

• [_] Aligns with Dist. Benchmarks

• [_] Student-to-Student Engagement

• [_] EM/CP as primary materials

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copy and paste the information below as needed for next lessons

Lesson :

District Benchmark(s):

Enduring Understanding:

Essential Question(s):

Support Materials:

Assessment:

• Formative:
• Student Self-Assessment:
• Summative:

Activities (Pedagogy):

Time to Complete:

Peer Check:

• [_] Problem-Based

• [_] Aligns with ICC

• [_] Aligns with Dist. Benchmarks

• [_] Student-to-Student Engagement

• [_] EM/CP as primary materials